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31.
热娜·艾尔肯 《新疆职业大学学报》2011,19(5):28-32
分析了阿克苏地区农村金融体系可持续发展中存在的问题,进一步得出阿克苏地区农村金融体系改革的目标,并提出相应的政策措施以及对策建议。 相似文献
32.
Motivation and emotional regulation are important for the sustained focused study and practice required for high levels of achievement and creative productivity in adulthood. Using the talent development model proposed by the authors as a framework, the authors discuss several important psychosocial skills based on the psychological research literature that are antecedent and concurrent to the types and level of motivation needed for transitions from ability to competence, competence to expertise, and beyond. 相似文献
33.
Validity of the verbal immediacy scale 总被引：1，自引：0，他引：1
The development and use of the verbal immediacy scale (Gorham, 1988) are outlined and discussed. Data are presented which bring into question the validity of the measure. It is concluded that the scale may not be a valid operationalization of the immediacy construct as outlined by Mehrabian (1971) and, even if it is, it generates a response set such that the meaning of the responses obtained is unknown. The scale is not recommended for continued use in communication research prior to its reformulation and additional testing for validity. 相似文献
34.
The usefulness of the verbal receptivity construct in instructional communication research 总被引：2，自引：2，他引：0
Rena Y. Robinson 《Communication quarterly》2013,61(3):292-298
Perceptions of verbal receptivity of dyadic partners have recently been incorporated into interpersonal research. Receptivity of a teacher appears likely to be associated with student learning. However, it was suspected that perceptions of teacher responsiveness, a factor found very important in previous research, might overlap with perceptions of receptivity to the point that the latter construct would not be useful for predicting additional variability in student learning. While both verbal receptivity and responsiveness were found to be significantly correlated with both affective and cognitive learning, the data indicated that measures of verbal receptivity and responsiveness were highly correlated. Analyses of variance found that verbal receptivity contributed significantly to cognitive learning but non‐significantly to affective learning (except affect for instructor) when the effects of responsiveness were accounted for. Receptivity probably would be best considered as a subset of the larger responsiveness construct in future work in the instructional arena. 相似文献
35.
36.
Jennifer Grisham-Brown Rena Hallam Robyn Brookshire 《Early Childhood Education Journal》2006,34(1):45-51
The increasing emphasis on accountability in early care and education has created an opportunity for programs to revisit their child assessment practices. This article presents a model for using authentic assessment practices to document children’s progress toward a set of program standards, specifically the Head Start Child Outcomes Framework, as well as describe how authentic assessment processes can inform curriculum planning. Programmatic implementation issues are discussed and a case study is presented. 相似文献
37.
Rena L. Repetti 《Child development》1996,67(4):1467-1482
The hypothesis that perceived failure experiences at school would increase the likelihood of aversive parent-child interactions after school was supported in a study of 167 fourth, fifth, and sixth graders. Children completed measures of mood, school events, and parent-child interaction 3 times each day for 2 consecutive days. Reports of social and academic failure experiences at school (e.g., peer problems and difficulty with schoolwork) were associated with increases in child self-reports of demanding and aversive behavior toward parents that evening. There was no evidence of the reverse effect, aversive child behavior did not predict an increase in reports of negative events the next day. When children rated more academic failure events at school, they also described their parents as more disapproving and punishing after school. However, this effect was only partially mediated by increases in the child's aversive behavior. It is argued that the findings cannot be explained solely by a response bias caused by the child's general mood or frame of mind that day. First, school-to-home mood spillover effects were controlled in the analyses. Second, reports of problems at school were not associated with other aspects of parent-child interaction (e.g., the parent's positive behavioral and emotional involvement with the child). In addition to its substantive findings, the study illustrates use of an unbiased method for assessing child responses to daily stressors. 相似文献
38.
In this article we present research concerning important aspects of domain-specific giftedness. Specifically, we address the evidence regarding the relationship between specific abilities and achievement. Empirical evidence suggests that specific abilities have been used widely and validly for identification of exceptional talent in performance domains, and mathematical and spatial reasoning ability have demonstrated predictive validity for achievement in science, technology, engineering, and mathematics (STEM) domains. We note that domains of talent have unique trajectories and discuss four critical aspects of domain-specific giftedness. These include the developmental nature of giftedness (giftedness moves from potential to competency to expertise and possibly to eminence over time); the temporal nature of giftedness (that domains vary in their starting, peak, and ending points); the contextual aspect of giftedness (societal value of some domains over others, changing of domains and emergence of new domains, and the environmental influences in fostering domain-specific achievement); and the relative nature of giftedness (childhood giftedness is advancement relative to age peers, and adult giftedness is exceptional achievement relative to other domain experts). Finally, we present some implications of a domain perspective on giftedness for educational practice. 相似文献
39.
Muhamad Hugerat Salman Ilaiyan Rena Zadik Saleem Zidani Raid Zidan Zehava Toren 《Journal of Science Education and Technology》2004,13(2):277-283
In this project, we suggest building a real model of solar village inside schools, which use only solar energy. Such projects emphasize the importance of energy for a technological society and the advantage of alternative energy sources. In this study, we report on pupils in the 6th grade in three elementary schools in Israel who were active participants in building systems that use solar energy. The study objective was to examine the educational, social, and scientific impact of this project on students, parents, and teachers. The study results showed that the three groups (students, parents, and teachers) highly appreciate the project, educationally and socially. Parents supported the project because they observed the positive impact on their children's learning. Teachers rated the project highly because of students' interaction and involvement, as well as their increases in learning skills such as developing reading plans and executing research and writing reports. 相似文献
40.
Dante D. Dixson Paula Olszewski-Kubilius Rena F. Subotnik Frank C. Worrell 《Psychology in the schools》2020,57(10):1582-1595
In this article, we explore how school psychologists who adopt a talent development perspective can play a larger role in cultivating the talent of academically gifted students. Utilizing the talent development megamodel and Ackerman's model of expertise, we outline how school psychologists can consult with school administrators, teachers, and parents to meet the general and domain-specific academic needs of academically gifted students at home and in school. In addition, we discuss how school psychologists can leverage systems of assessment (e.g., universal screening, continued assessment) to identify academically gifted students across academic talent trajectories as well as provide students with multiple opportunities to exhibit their academic talents. We conclude by highlighting some diversity and multi-cultural considerations that school psychologists should keep in mind while developing academic talent, as well as a policy implication of school psychologists adopting a talent development approach to their work. 相似文献